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Learning Outcomes: Rhetorical Arts (RA)

  • Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines. 
  • Conceptualize an effective research strategy and then collect, interpret, evaluate and cite evidence in written and oral communication.

 from Rhetorical Arts Defining Characteristics 2012

Stakeholders

  • Director, University Core Curriculum (Arnab Banerji)
  • Coordinator, University Core Curriculum (Jaedyn Baker)
  • Instructors

 

Summer 2024

  • 16 students (2 sections)
  • 2 Instructors

Fall 2024

  • 884 first year students (47 sections)
  • 25 Instructors
  • 7 Reference Librarians

Spring 2023

  • ## first year students (50 sections)
  • ## Instructors
  • 7 Reference Librarians

 

2022-2023 Summary

Rhetorical Arts = 99 sessions to 1,789 students

  •  97% of all Rhetorical classes visited the library
  • Missing 3 classes
  • Larger than normal freshman class.  There were 102 Rhetorical Arts classes.
  • 63% were taught in person, 37% online.

 

2021-2022 Summary

Rhetorical Arts = 91 sessions to 1,700 students

  •  93% of all Rhetorical classes visited the library
  • Missing 7 classes
  • Larger than normal freshman class.  There were 98 Rhetorical Arts classes.
  • 86% were taught online, 14% in person (78/13)

Library Staff Resources

Rhetorical Arts Assessment


Finding Sources (Direct Assessment of Library Instruction)

 

Evaluating Sources (Direct Assessment of Library Instruction) 

RADAR Challenge Data

 

1 Minute Feedback (Indirect Assessment of Library Instruction)

 

Survey Results (Indirect Assessment of Library Instruction)

 

Survey Instruments (Indirect Assessment of Library Instruction)

 

Annotated Bibilographies - Student Work (Direct Assessment of Information Literacy)

 

RADAR Challenge - Score Data


Librarian Evaluation

Librarian Presentations & Publications

(organized by date)

Aguilar, D., Acosta, E.S., Archambault, S.G., & Weiss, A. (2021, April). Jumping into the virtual deep end: Real world lessons of how we moved F2F instruction online [Poster presentation]. ACRL Distance and Online Learning Virtual Poster Session.

Wen-Paloutzian, R., and Poladian, L. (2021, April). Hands on with Padlet: Creating a virtual interactive space with archives for instruction and beyond [Conference presentation]. Society of California Archivists Pre-Conference Workshop Webinar.

Wen-Paloutzian, R. (2020, August). Rhetorical arts: Incorporating special collections into first-year curriculum [Conference presentation]. California Rare Book School Course: Better Teaching with Rare Materials.

Donaldson, K. (2016, March).  Forming New Research Strategies:
Using Active Learning to Expand the Freshman Research Toolkit  [Conference presentation]. CARL Conference, Costa Mesa, CA. 

Archambault, S.G. (2015). Measure for measure: Using collaborative assessment to build stronger information literacy skills [Conference presentation].11th Northumbria Conference.

McLean, L., & Acosta, E.S. (2015, April). When active learning goes flat: Using gamification to motivate student learners [Conference presentation]. California Conference on Library Instruction, Sonoma, CA. 

Donaldson, K., & Acosta, E.S. (2015, March). (Form)ative assessment: Using Google forms to evaluate active learning. Presentation at the Lifelong Information Literacy Meeting, Woodland Hills, CA. 

McLean, L., & Acosta, E.S. (2014, October). Taking active learning to the next level: Increasing student engagement by blending face-to-face instruction and digital learning objects [Conference presentation]. European Conference on Information Literacy, Dubrovnik, Croatia.